مرتضوی زاده, حشمت الله, نیلی, محمدرضا, نصراصفهانی, احمدرضا, حسنی, محمد. (1397). واکاوی دیدگاه معلمان در خصوص مشکلات اجرایی طرح ارزش‌یابی کیفی توصیفی در کلاس‌های چندپایه و ارائه راهکارهایی برای رفع آن‌ها. پژوهش در برنامه ریزی درسی, 15(57), 80-93.
حشمت الله مرتضوی زاده; محمدرضا نیلی; احمدرضا نصراصفهانی; محمد حسنی. "واکاوی دیدگاه معلمان در خصوص مشکلات اجرایی طرح ارزش‌یابی کیفی توصیفی در کلاس‌های چندپایه و ارائه راهکارهایی برای رفع آن‌ها". پژوهش در برنامه ریزی درسی, 15, 57, 1397, 80-93.
مرتضوی زاده, حشمت الله, نیلی, محمدرضا, نصراصفهانی, احمدرضا, حسنی, محمد. (1397). 'واکاوی دیدگاه معلمان در خصوص مشکلات اجرایی طرح ارزش‌یابی کیفی توصیفی در کلاس‌های چندپایه و ارائه راهکارهایی برای رفع آن‌ها', پژوهش در برنامه ریزی درسی, 15(57), pp. 80-93.
مرتضوی زاده, حشمت الله, نیلی, محمدرضا, نصراصفهانی, احمدرضا, حسنی, محمد. واکاوی دیدگاه معلمان در خصوص مشکلات اجرایی طرح ارزش‌یابی کیفی توصیفی در کلاس‌های چندپایه و ارائه راهکارهایی برای رفع آن‌ها. پژوهش در برنامه ریزی درسی, 1397; 15(57): 80-93.
واکاوی دیدگاه معلمان در خصوص مشکلات اجرایی طرح ارزش‌یابی کیفی توصیفی در کلاس‌های چندپایه و ارائه راهکارهایی برای رفع آن‌ها
1عضو هیئت‌علمی دانشگاه فرهنگیان، گروه علوم تربیتی، یاسوج، ایران و دانشجوی دکترای برنامه‌ریزی درسی دانشگاه اصفهان
2عضو هیئت‌علمی دانشگاه اصفهان، اصفهان، ایران
3دانشیار پژوهشگاه مطالعات آموزش و پرورش
چکیده
این پژوهش به‌منظور شناسایی موانع و مشکلات اجرایی طرح ارزش‌یابی کیفی- توصیفی و اصلاح و بهبود این طرح در کلاس‌های چندپایه انجام‌گرفته است. روش پژوهش کیفی بوده و ازلحاظ هدف می‌توان آن را از نوع کاربردی قلمداد کرد. جامعة آماری پژوهش را معلمان کلاس‌های چندپایه استان کهگیلویه و بویراحمد در سال تحصیلی 95-94 تشکیل دادند. نمونه از طریق نمونه‌گیری هدفمند انتخاب شد و با توجه به اشباع نظری بالغ‌بر 20 نفر شدند. ابزار گردآوری داده‌ها مصاحبه نیمه سازمان‌یافته بوده است که پس از بیان اهداف تحقیق و تأکید بر اصل محرمانه بودن؛ مصاحبه با هر معلم ضبط و مکتوب شد. برای تجزیه‌وتحلیل داده‌ها از تحلیل توصیفی استفاده‌شده است و جزییات یافته‌ها مورد تفسیر قرار گرفت. نتایج پژوهش نشان داد که: کمبود وقت، وجود پایه‌های مختلف در کلاس درس، ترجیح دادن ارزش‌یابی کمی بر ارزش‌یابی کیفی- توصیفی، فقدان آموزش و پشتیبانی معلمان درزمینة طرح ارزش‌یابی کیفی- توصیفی، حواس‌پرتی دانش‌آموزان هنگام ارزش‌یابی، کمبود فضا، امکانات و مواد آموزشی ازجمله مهم‌ترین موانع و مشکلات اجرایی طرح ارزش‌یابی کیفی-توصیفی در کلاس‌های چندپایه از دیدگاه مصاحبه‌شوندگان بوده است.
Analysis of teachers' views about the problems of project descriptive qualitative evaluation in multigrade classrooms and providing solutions to eliminate them
نویسندگان [English]
Heshmatollah Mortazavizadeh1؛ Mohammad Reza nilli2؛ Ahmad Reza Nasr Isfahani2؛ Mohammad Hasani3
11 Faculty Member of Farhangian University , Department of Education, yasuj, iran and Ph.D Candidate of Curriculum Studies, University of Isfahan,
2Associate Professor, Department of Education, University of Isfahan, Isfahan, Iran., Corresponding Author
3Associate Professor in RIE (Research Institute for Education) Tehran, Iran
چکیده [English]
This research aimed to identify barriers of descriptive qualitative evaluation and improvement of this plan was multigrade classrooms. This study employed Qualitative research methods and purpose the can be considered as an applied method. The study employed teachers from Kohgiluyeh and Boyer province. The samples were selected purposively and was according to saturation reached up to 20 people. The data collection instrumentation was interview hat After presenting the the research objectives and the emphasis on the principle of confidentiality, was written and recorded interviews with each teacher. Descriptive analysis was used to analyze collected the data and the findings were elaborated in detail. The results found that: lack of time, different grades in a classroom, preference of quantitative evaluation than descriptive qualitative, lack of descriptive quantitative in education and lack of supports for teachers in the field of project evaluation, students distraction while evaluation, lack of space, educational materials, included the most important problems of the. quality-descriptive report on the issue from the interviewees perspective had been multigrade classrooms.
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